school management guided by informal and rules. These types of rules are not written but appear as a tacit agreement between school and taking informality as a central for study, how these rules are created, communicated, and continued. study light on how informal rules interact with formal rules and focuses on the implications of such informal rules and practices. This is based on 15 months of ethnographic fieldwork 2018, sporadically (in and) out of my study area, in Manpur Village of Kaveri District. This study sheds light on unwritten social/cultural/customary rules and practices related to generating resources, proper management and coordination among staff, and students, the involvement of stakeholders in school activities, and the way they are created, communicated, and enforced in ‘formal’ school setting. a context such as schools.
{"title":"Rules Beyond the Rules: An Ethnographic Study of Informal Institutions in the Community School","authors":"S. Hamal","doi":"10.51474/jer.v12i1.598","DOIUrl":"https://doi.org/10.51474/jer.v12i1.598","url":null,"abstract":"school management guided by informal and rules. These types of rules are not written but appear as a tacit agreement between school and taking informality as a central for study, how these rules are created, communicated, and continued. study light on how informal rules interact with formal rules and focuses on the implications of such informal rules and practices. This is based on 15 months of ethnographic fieldwork 2018, sporadically (in and) out of my study area, in Manpur Village of Kaveri District. This study sheds light on unwritten social/cultural/customary rules and practices related to generating resources, proper management and coordination among staff, and students, the involvement of stakeholders in school activities, and the way they are created, communicated, and enforced in ‘formal’ school setting. a context such as schools.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77911707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study explores the status of quality in private distance education colleges in Mertulemariam town, Ethiopia. Employing qualitative case study design, data were collected from 13 distance education learners, and four college coordinators were selected using snowball sampling and convenience sampling, respectively. Semi-structured interview guides, observation, documents, and informal discussion/conversation were data collecting tools. The findings revealed that there was a positive perception of DE. Modules (below the expected quality) were the only instruments used to provide education. There were no sufficient support systems provided to students. The education process faced different problems, and the expected outcome was found at a lower level. The role of the government in controlling the quality of education was found low. Consequently, the private college owners were working for profit than contributing to producing qualified human resources in the world of work. In addressing these problems, the government can establish strong support and control system to assure the quality of education. The private owners of the colleges also need to provide due attention to the quality of education beyond the profit gained from the system.
{"title":"The Abandoned Agenda: The Issue of Quality in Private Distance Education Colleges in Mertulemariam Town","authors":"Dibekulu Alem Asegu, Matebe Tafere","doi":"10.51474/jer.v12i1.593","DOIUrl":"https://doi.org/10.51474/jer.v12i1.593","url":null,"abstract":"This case study explores the status of quality in private distance education colleges in Mertulemariam town, Ethiopia. Employing qualitative case study design, data were collected from 13 distance education learners, and four college coordinators were selected using snowball sampling and convenience sampling, respectively. Semi-structured interview guides, observation, documents, and informal discussion/conversation were data collecting tools. The findings revealed that there was a positive perception of DE. Modules (below the expected quality) were the only instruments used to provide education. There were no sufficient support systems provided to students. The education process faced different problems, and the expected outcome was found at a lower level. The role of the government in controlling the quality of education was found low. Consequently, the private college owners were working for profit than contributing to producing qualified human resources in the world of work. In addressing these problems, the government can establish strong support and control system to assure the quality of education. The private owners of the colleges also need to provide due attention to the quality of education beyond the profit gained from the system.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87062030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Theorising Transformative Learning: The Power of Autoethnographic Narratives in Education","authors":"Miriam Corneli","doi":"10.51474/jer.v12i1.597","DOIUrl":"https://doi.org/10.51474/jer.v12i1.597","url":null,"abstract":"","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84712829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inspirational Leadership (IL) is pivotal in the spaces of educational leadership to inspire and motivate teachers to achieve organisational goals. Concerning it, this study intends to explore the existence of inspirational leadership among teachers of Bagmati Province. For this purpose, this study employed explanatory sequential mixed method design, a cross-sectional survey in Quan strands and narrative inquiry in Qual strands. The data in the Quan and Qual strands were gathered via survey questionnaires from 502 respondents and in-depth interviews from four participants, respectively. The collected Quan data were carried out to assess the levels of inspirational leadership and their dimensions (Intellectual stimulation, envisioning, managing impression, moulding follower’s expectations) as high levels due to the presence of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. However, meaning-making as one of the dimensions of inspirational leadership is recognised as a very high level of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. Furthermore, the social exchange relations also inspired teachers to perform their job. So the high level of inspirational leadership assists teachers in achieving high job productivity in their school.
{"title":"Inspirational Leadership Among Teachers: An Explanatory Sequential Mixed-Methods Study in the School Setting of Nepal","authors":"M. Shrestha","doi":"10.51474/jer.v12i1.595","DOIUrl":"https://doi.org/10.51474/jer.v12i1.595","url":null,"abstract":"Inspirational Leadership (IL) is pivotal in the spaces of educational leadership to inspire and motivate teachers to achieve organisational goals. Concerning it, this study intends to explore the existence of inspirational leadership among teachers of Bagmati Province. For this purpose, this study employed explanatory sequential mixed method design, a cross-sectional survey in Quan strands and narrative inquiry in Qual strands. The data in the Quan and Qual strands were gathered via survey questionnaires from 502 respondents and in-depth interviews from four participants, respectively. The collected Quan data were carried out to assess the levels of inspirational leadership and their dimensions (Intellectual stimulation, envisioning, managing impression, moulding follower’s expectations) as high levels due to the presence of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. However, meaning-making as one of the dimensions of inspirational leadership is recognised as a very high level of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. Furthermore, the social exchange relations also inspired teachers to perform their job. So the high level of inspirational leadership assists teachers in achieving high job productivity in their school.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83083909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowledge and skills in research ethics are essential for conducting ethically responsible research. Despite some local policies, strategic guidelines, and manuals on the antithesis of research misconduct, researchers’ adherence to research ethics, especially ethically responsible conduct of research, is still critical in developing countries like Nepal. This study explores the policy provisions to develop researchers’ capacity on research ethics in Nepal. With the aim, we identified ten key documents related to research ethics from the University Grants Commission (UGC), Nepal Health Research Council (NHRC), and Ministry of Education, Science and Technology (MoEST). We analysed the provisions using the adapted version of Cooke’s framework for research capacity development. The result shows that although there are provisions for capacity development for scientific research, none provisioned that the higher education research institutions need to take action for developing early career researchers’ capacity on research ethics. Further, this review depicts several structural, institutional, and procedural limitations that make the condition difficult to adopt and implement those policies, strategic guidelines, and manuals.
{"title":"Building Capacity for Research Ethics: Policy Insights For Nepal","authors":"Shristi Rijal, Bibek Dahal","doi":"10.51474/jer.v12i1.592","DOIUrl":"https://doi.org/10.51474/jer.v12i1.592","url":null,"abstract":"Knowledge and skills in research ethics are essential for conducting ethically responsible research. Despite some local policies, strategic guidelines, and manuals on the antithesis of research misconduct, researchers’ adherence to research ethics, especially ethically responsible conduct of research, is still critical in developing countries like Nepal. This study explores the policy provisions to develop researchers’ capacity on research ethics in Nepal. With the aim, we identified ten key documents related to research ethics from the University Grants Commission (UGC), Nepal Health Research Council (NHRC), and Ministry of Education, Science and Technology (MoEST). We analysed the provisions using the adapted version of Cooke’s framework for research capacity development. The result shows that although there are provisions for capacity development for scientific research, none provisioned that the higher education research institutions need to take action for developing early career researchers’ capacity on research ethics. Further, this review depicts several structural, institutional, and procedural limitations that make the condition difficult to adopt and implement those policies, strategic guidelines, and manuals.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80351162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the effectiveness of performance appraisal among public school teachers of Kathmandu valley. Two head teachers and two permanent teachers of two public schools in Kathmandu valley were purposively interviewed to elicit in-depth information. Narrative inquiry was adopted to explore the participants' lived experiences about dimensions of performance appraisal. Herzberg’s two-factor theory was adopted to overview the effectiveness of teachers’ appraisal. This research revealed that performance appraisal was an annual process in public schools. However, the intention did not meet the expectations. Rather than being a regular process, the annual process was simply like a formality where the teachers were expected to submit one of their best works and get eligible for promotion rather than being provided with a detailed evaluative review of their continuous practice. Rather than involving the feedback from different members of the organisation, only one person got involved in the process, who usually got nervous about it for being blamed for being biased and, thus, provided positive grades only by hesitating to be critical. Teachers took this process as a burden and were not usually involved in it after securing their permanent position in the schools. Meanwhile, the temporary teachers were never made a part of the process. This study concludes that performance appraisal is seen as no more than providing secret feedback without a proper rubric as a mere formality.
{"title":"Effectiveness of Performance Appraisal Among Public School Teachers: A Narrative Inquiry","authors":"Dhanapati Subedi, Bikash Ghaju","doi":"10.51474/jer.v12i1.596","DOIUrl":"https://doi.org/10.51474/jer.v12i1.596","url":null,"abstract":"This study explores the effectiveness of performance appraisal among public school teachers of Kathmandu valley. Two head teachers and two permanent teachers of two public schools in Kathmandu valley were purposively interviewed to elicit in-depth information. Narrative inquiry was adopted to explore the participants' lived experiences about dimensions of performance appraisal. Herzberg’s two-factor theory was adopted to overview the effectiveness of teachers’ appraisal. This research revealed that performance appraisal was an annual process in public schools. However, the intention did not meet the expectations. Rather than being a regular process, the annual process was simply like a formality where the teachers were expected to submit one of their best works and get eligible for promotion rather than being provided with a detailed evaluative review of their continuous practice. Rather than involving the feedback from different members of the organisation, only one person got involved in the process, who usually got nervous about it for being blamed for being biased and, thus, provided positive grades only by hesitating to be critical. Teachers took this process as a burden and were not usually involved in it after securing their permanent position in the schools. Meanwhile, the temporary teachers were never made a part of the process. This study concludes that performance appraisal is seen as no more than providing secret feedback without a proper rubric as a mere formality.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75188791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The educational language policy of the British Raj undervalued the indigenous languages of Indian sub-continent and promoted English to construct ‘a class of persons, Indian in blood and color, but English in taste, in opinions, in morals and in intellect’ (Macaulay, 1972) in the educational system of the sub-continent. This threatened our cultural and linguistic diversities by imposing cultural values and ideologies of the west. The Raj educational system constructed a distinct identity of peoples speaking diverse languages of the sub-continent devaluing these languages and promoting the English language. The English language was instrumental for linguistic and cultural assimilation of these people speaking diverse languages against the linguistic and cultural heterogeneity of the region. The Raj succeeded in instilling the western ideology intervening the educational system. Gradually, the peoples of the region have widely adopted the western values and created a gap between the English educated and non-English speaking masses. Within the theoretical framework of linguistic and cultural hegemony (Woolard, 1985), I argue that the adaption of the English language by the people of the sub-continent was neither random nor accidental but planned and strategic. For the purpose of this study, I define the notion of hegemony as a cultural and intellectual domination in which the dominated people are convinced that they are better off because of the domination than they were before. In the context of this study the dominant group i.e., the Raj tends to liquidate or subjugate the dominated groups (i.e., the general mass of the sub-continent). The dominant group achieves this liquidation or subjugation through coercive forces and the dominated groups get consented the existence and practices of coercion. Through coercion and consent, the dominant group establishes superior position over the dominated groups.
{"title":"Resisting the Hegemony of English in Indian Subcontinent","authors":"Tikaram Poudel","doi":"10.51474/jer.v12i1.590","DOIUrl":"https://doi.org/10.51474/jer.v12i1.590","url":null,"abstract":"The educational language policy of the British Raj undervalued the indigenous languages of Indian sub-continent and promoted English to construct ‘a class of persons, Indian in blood and color, but English in taste, in opinions, in morals and in intellect’ (Macaulay, 1972) in the educational system of the sub-continent. This threatened our cultural and linguistic diversities by imposing cultural values and ideologies of the west. The Raj educational system constructed a distinct identity of peoples speaking diverse languages of the sub-continent devaluing these languages and promoting the English language. The English language was instrumental for linguistic and cultural assimilation of these people speaking diverse languages against the linguistic and cultural heterogeneity of the region. The Raj succeeded in instilling the western ideology intervening the educational system. Gradually, the peoples of the region have widely adopted the western values and created a gap between the English educated and non-English speaking masses. \u0000Within the theoretical framework of linguistic and cultural hegemony (Woolard, 1985), I argue that the adaption of the English language by the people of the sub-continent was neither random nor accidental but planned and strategic. For the purpose of this study, I define the notion of hegemony as a cultural and intellectual domination in which the dominated people are convinced that they are better off because of the domination than they were before. In the context of this study the dominant group i.e., the Raj tends to liquidate or subjugate the dominated groups (i.e., the general mass of the sub-continent). The dominant group achieves this liquidation or subjugation through coercive forces and the dominated groups get consented the existence and practices of coercion. Through coercion and consent, the dominant group establishes superior position over the dominated groups.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79425063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines two assumption: First, whether inadequate practical training, including much shortened apprenticeship training, has negatively affected the employability and incomes of graduates of TVET institutions in Nepal, and the second, whether it is good institutional management and governance that provide the systems for quality training and positive labour market outcomes. Tracer studies and an institutional assessment of Jiri Technical School (JTS) confirm the first assumption. The review of select literature on institution building and the benchmarking of JTS’ operative practices against those of high performing educational institutions (in India) confirm the second assumption. It is argued that poor management and governance of TVET institutions drifts the mission of Technical Schools away from their initial socio-economic mandate: the provision of skilled human resource and access to qualification opportunities to the youth having the aptitudes for such an education. Social rather than labour market demand with corresponding politics is one major force for such deviation. To revitalise the JTS, it is proposed to bank on the federalisation of the TVET governance system to professionalise Board, Management and teachers for enhanced labour market outcomes in closer cooperation between actors from the education and employment systems.
{"title":"Revitalising Jiri Technical School in a Dramatically Changed Context: Governance, Management and Employability","authors":"Agni Prasad Kafle, H. Pfeiffer","doi":"10.51474/jer.v11i2.556","DOIUrl":"https://doi.org/10.51474/jer.v11i2.556","url":null,"abstract":"This paper examines two assumption: First, whether inadequate practical training, including much shortened apprenticeship training, has negatively affected the employability and incomes of graduates of TVET institutions in Nepal, and the second, whether it is good institutional management and governance that provide the systems for quality training and positive labour market outcomes. Tracer studies and an institutional assessment of Jiri Technical School (JTS) confirm the first assumption. The review of select literature on institution building and the benchmarking of JTS’ operative practices against those of high performing educational institutions (in India) confirm the second assumption. It is argued that poor management and governance of TVET institutions drifts the mission of Technical Schools away from their initial socio-economic mandate: the provision of skilled human resource and access to qualification opportunities to the youth having the aptitudes for such an education. Social rather than labour market demand with corresponding politics is one major force for such deviation. To revitalise the JTS, it is proposed to bank on the federalisation of the TVET governance system to professionalise Board, Management and teachers for enhanced labour market outcomes in closer cooperation between actors from the education and employment systems.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85518815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the paradoxes inherent within the intentions of Nepal’s public education policies and their actual implementation in local communities. It looks specifically at Nepal’s Constitutional Right to equitable quality education for socio-economically disadvantaged children. It highlights paradoxes in four major areas: 1) free and compulsory education, 2) equity and inclusion, 3) localizing education policies, and 4) the use of language in education, in the federal context of Nepal. To analyse school education policies and documents, we used participatory methods to generate data under the interpretive paradigm. More specifically, we held FGDs and interviews with women, Dalits, people with disability, indigenous groups, local governments, parents, teachers and students. The results show a number of significant paradoxes between the educational policies and the lived experiences of those in the local communities. The education policies deviate from the spirit of the Constitution and implementation is unsuccessful in delivering equitable education for all. A policy on paper does not guarantee equitable quality education and there are a number of questions that the government needs to consider to achieve the equity agenda.
{"title":"Paradoxes in School Educational Policies and Practices: Equity in Chaos","authors":"Raj Kumar Gandharba, R. Gaire","doi":"10.51474/jer.v11i2.558","DOIUrl":"https://doi.org/10.51474/jer.v11i2.558","url":null,"abstract":"This paper explores the paradoxes inherent within the intentions of Nepal’s public education policies and their actual implementation in local communities. It looks specifically at Nepal’s Constitutional Right to equitable quality education for socio-economically disadvantaged children. It highlights paradoxes in four major areas: 1) free and compulsory education, 2) equity and inclusion, 3) localizing education policies, and 4) the use of language in education, in the federal context of Nepal. To analyse school education policies and documents, we used participatory methods to generate data under the interpretive paradigm. More specifically, we held FGDs and interviews with women, Dalits, people with disability, indigenous groups, local governments, parents, teachers and students. The results show a number of significant paradoxes between the educational policies and the lived experiences of those in the local communities. The education policies deviate from the spirit of the Constitution and implementation is unsuccessful in delivering equitable education for all. A policy on paper does not guarantee equitable quality education and there are a number of questions that the government needs to consider to achieve the equity agenda.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88654987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Editorial Board and the publisher of the Journal of Education and Research would like to express their appreciation to the following colleagues for their time and effort in reviewing manuscripts submitted to the JER. Their contribution helped us bring out Vol. 11 (Issues 1-2).
{"title":"Acknowledgement of Reviewers’ Contribution","authors":"Kusoed Journal","doi":"10.51474/jer.v11i2.563","DOIUrl":"https://doi.org/10.51474/jer.v11i2.563","url":null,"abstract":"The Editorial Board and the publisher of the Journal of Education and Research would like to express their appreciation to the following colleagues for their time and effort in reviewing manuscripts submitted to the JER. Their contribution helped us bring out Vol. 11 (Issues 1-2).","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"395 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77711775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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